Measuring competencies of higher education graduates

Allen, Judith; Ramaekers, G.W.M.; Velden, Rudolf van der

doi:10.1002/ir.147

Cited by 48 publications

(31 citation statements)

References 2 publications

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“…the group of academic abilities should be enlarged and a set of topical digital skills as well as metacognitive and reflective skills included (cf. Allen, Ramaekers, & van der Velden, 2005). Fourth, given that the ability self is formed in the course of an individual's life history, especially in relation to formal and informal evaluations, further research is needed to explore the students' educational biographies and the related learner identities, which presumably orientate their expected ability selves and self-perceived employability.…”

Section: Discussionmentioning

confidence: 99%

University students’ perceptions of their ‘ability selves’ and employability: a pilot study

Räty

Komulainen

Harvorsén

et al. 2018

Nordic Journal of Studies in Educational Policy

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This study sets out to investigate the university students' perceptions of their current and expected 'ability selves' and the contribution of such perceptions to students' views of their own employability. The participants consisted of a group of male and female students (N = 104) who were asked to describe their present and anticipated abilities and to respond to a set of statements describing self-perceived employability. The students highlighted social aptness, extroversion and enterprise skills in particular as features related to ability selves in current discussions of working life. These interpretations were subsequently related to the optimism they had about their own employability. 'Ability selves' seem to play a role in the multifaceted process of subjective confidence formation regarding one's employment prospects after graduation. ARTICLE HISTORY

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Section: Discussionmentioning

confidence: 99%

University students’ perceptions of their ‘ability selves’ and employability: a pilot study

Räty

Komulainen

Harvorsén

et al. 2018

Nordic Journal of Studies in Educational Policy

View full text Add to dashboard Cite

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“…However, self-reported measures might be prone to biases such as an overly positive (i.e., loyalty of graduates to their MPH program) or exaggerated modesty, vagueness, and ambiguities of questions, and a tendency to give consistent evaluations across a set of specific items [24,26]. In this study the underlying factors for change in leadership and new responsibilities were not studied.…”

Section: Discussionmentioning

confidence: 99%

Outcome and impact of Master of Public Health programs across six countries: education for change

et al. 2014

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BackgroundThe human resources for health crisis has highlighted the need for high-level public health education to add specific capacities to the workforce. Recently, it was questioned whether Master of Public Health (MPH) training prepared graduates with competencies relevant to low- and middle-income countries (LMICs). This study aims to examine the influence of the MPH programs geared towards LMICs offered in Vietnam, China, South Africa, Mexico, Sudan, and the Netherlands on graduates’ careers, application of acquired competencies, performance at the workplace, and their professional contribution to society.MethodsA self-administered questionnaire was sent to graduates from six MPH programs. Frequency distributions of the answers were calculated, and a bivariate analysis and logistic regression of certain variables was performed.ResultsThe response rate was 37.5%. Graduates reported change in leadership (69%), in technical position (69%), acquiring new responsibilities (80%), and increased remuneration (63%); they asserted that MPH programs contributed significantly to this. Graduates’ attribution of their application of 7 key competencies ‘substantially to the MPH program’ ranged from 33% to 48%. Of the 26 impact variables, graduates attributed the effect they had on their workplace substantially to the MPH program; the highest rated variable ranged from 31% to 73% and the lowest ranged from 9% to 43%. Of the 10 impact variables on society, graduates attributed the effect they had on society substantially to the MPH program; for the highest rated variable (13% to 71%); for the lowest rated variable (4% to 42%). Candidates’ attribution of their application of acquired competencies as well as their impact at the workplace varied significantly according to institution of study and educational background.ConclusionsThis study concludes that these MPH programs contribute to improving graduates’ careers and to building leadership in public health. The MPH programs contribute to graduates’ application of competencies. MPH programs contribute substantially towards impact variables on the workplace, such as development of research proposals and reporting on population health needs, and less substantially to their impact on society, such as contributing equitable access to quality services. Differences reported between MPH programs merit further study. The results can be used for curriculum reform.

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“…Ello nos permite complementar la medida de las competencias con su utilidad, en el sentido de poder determinar mejor las necesidades formativas. Así, para determinar las necesidades formativas, tiene sentido priorizar las competencias que no llegan a cubrir lo que es necesario, más que priorizar aquellas que tienen un nivel de satisfacción bajo Allen, Ramaekers, Van der Velden, 2005).…”

Section: Metodologíaunclassified

Formación y competencias en la profesión del sociólogo/a

Amorós¹,

Yáñez²

2016

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RESUMENEl análisis de la valoración que las personas egresadas en sociología realizan sobre las competencias que obtuvieron en su formación universitaria, y su utilidad percibida en la inserción y trayectoria profesional proporciona evidencias para la discusión sobre la relación entre la profesión y la titulación-formación. A partir de los datos proporcionados por la encuesta sobre "La situación profesional de los titulados y doctores en Sociología y Ciencias Políticas" que se realizó en el año 2014, los resultados muestran que las inserciones profesionales en el ámbito profesional de la sociología se caracterizan por una diversidad de trayectorias. En un mercado profesional donde las fronteras disciplinarias son difusas, cobran relevancia tanto aquellas competencias relacionadas con las capacidades instrumentales y personales, aquellas más específicas de conocimientos disciplinares con una necesaria aplicabilidad de los conocimientos y habilidades de la práctica del trabajo sociológico.Palabras clave: Formación universitaria, competencias, profesión, sociologo/a, planes de estudio. (2016). Domínguez-Amorós, M., Gómez-Yáñez, J. A. Formación y competencias en la profesión del sociólogo/a. ABSTRACT The perception of training in certain competences

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Measuring competencies of higher education graduates

Cited by 48 publications

References 2 publications

University students’ perceptions of their ‘ability selves’ and employability: a pilot study

University students’ perceptions of their ‘ability selves’ and employability: a pilot study

Outcome and impact of Master of Public Health programs across six countries: education for change

Formación y competencias en la profesión del sociólogo/a

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